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CSD 444 > Fluency Disorders > Flashcards

Fluency Disorders Flashcards

1
Q

What is stuttering?

A

a communication disorder in which sounds, syllables, or words are repeated, stopped, or prolonged, disrupting the normal flow of speech.

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2
Q

What is the accepted term for someone who stutters?

A

Person Who Stutters (PWS)

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3
Q

what is fluency?

A

smooth speech transitions between sounds, syllables, and words

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4
Q

What are 3 factors associated with fluency?

A

Rate (appropriate speech timing), effort (appropriate force), and continuity (smooth connections without unnecessary pauses)

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5
Q

What is disfluency?

A

disruptions in the transitions between sounds, syllables, and words

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6
Q

T/F: disfluencies are present in the speech of people who do not stutter

A

true

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7
Q

When does a fluency problem become a fluency disorder?

A

when one crosses over the limits of normal disfluencies, it causes the listener to pay attention to how the person is talking, not what they are saying

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8
Q

What are the 6 parts to a stuttering disorder?

A

overt speech characteristics, secondary behaviors, physical alterations, affective features, cognitive features, social dynamics

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9
Q

What are some typical disfluencies?

A

phrase repetitions, whole word repetitions, interjections, and revisions

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10
Q

What are some stuttering-like disfluencies?

A

sound and syllable repetitions, blocks, and prolongations

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11
Q

What are secondary behaviors associated with stuttering?

A

loss of eye contact, facial movements, head movements, body movements

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12
Q

What are possible physical responses to stuttering?

A

rapid heart rate, change in breathing pattern, feeling tightness in chest or throat, sweating

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13
Q

What are affective features?

A

How a PWS feels about themselves, how a PWS feels about stuttering

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14
Q

What are cognitive features?

A

what the PWS thinks about themselves, what the PWS thinks about stuttering

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15
Q

what is lifetime incidence?

A

the number of all cases ever exhibited

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16
Q

What is the incidence of stuttering?

A

8% or higher

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17
Q

what is prevalence?

A

the number of all cases currently identified

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18
Q

What is the prevalence of stuttering?

A

less than 1%

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19
Q

what is the stuttering incidence for gender?

A

childhood: 2 males to 1 females
adulthood: 4 males to 1 female

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20
Q

what is the stuttering incidence with age?

A

incidence and prevalence decline across the life span

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21
Q

what is the cause of stuttering?

A

no current consensus on a cause, theories on psychological, psychosocial, and biological causes

22
Q

At what age does stuttering start?

A

Mean - 33 months

23
Q

T/F: Parents who believe that their child has begun stuttering are typically correct

A

true

24
Q

T/F: Stuttering does not appear to arise from normal disfluency

A

true

25
Q

What does early stuttering sound like

A

repetitions of initial syllable, sounds and short words are most typical (may include prolongations and blocks)
50% have tense movements

26
Q

what are the best estimates of a child developing into a CWS?(4)

A

strong family history, more boys than girls, steady or increasing SLDs, onset later than typical 33 months

27
Q

How do SLPs know who is a CWS?

A

add the SLDs and other disfluencies together, divide SLD/TD,
if 40% or more of TDs are SLDs, there is a potential problem

28
Q

What percent of disfluencies in CWS are SLDs?

A

66% (2/3)

29
Q

What is some advice an SLP should give to a parent of a CWS? (5)

A

decrease various pressures
decrease emotional and physical excitement
more relaxed, slowed paced activities
speak slower, especially to the child
promote child’s self confidence

30
Q

What should an SLP tell a parent to do when their child stutters?
(6)

A

pay attention to the message
listen patiently as a child stutters
repeat child’s stuttered word
“say this easily again”
reinforce fluency
show empathy

31
Q

When is direct therapy needed for pre-school age children?

A

when the child is aware and has negative reactions
secondary behaviors are present
high risk family history
high risk environment

32
Q

What are some therapy approaches for CWS?
(3)

A

child-centered activities follow “fluency rules” (slow speech, smooth speech, soft voice, turn taking)
foster child’s positive self-image
SLP occasionally “pseudo-stutters” and acts unconcerned

33
Q

how are adults who stutter different from children who stutter?

A

persistence of stuttering behaviors
frequent increase in stuttering behaviors
emotional, cognitive, and social reactions can expand over time

34
Q

T/F: Adults who stutter are more likely to have a genetically-based more resistant stuttering

A

true

35
Q

Assessment of stuttering in adults

A
  1. stuttering history
  2. treatment history
  3. current speech description
  4. secondary behaviors
  5. environmental variable affecting speech
  6. impact of stuttering on quality of life
36
Q

What can the severity of stuttering be determined by?

A

frequency, duration, secondary behaviors, naturalness of speech

37
Q

how can convert aspects of stuttering be measured?

A

rating scales, questionnaires

38
Q

What is the OASES?

A

Overall Assessment of the Speaker’s Experience of Stuttering

39
Q

What are the sections of the OASES?

A
  1. General information about stuttering
  2. affective, behavioral, cognitive reactions
  3. communication in daily situations
  4. impact of stuttering on quality of life
40
Q

Can stuttering in older children and adults be cured?

A

No, the need for treatment can reoccur

41
Q

what is the fluency shaping approach to stuttering therapy?

A

the goal is (near) 100% fluency; PWS learns new ways of speaking; behavior modifications; gradual increase in length and complexity

42
Q

what is the stuttering modification approach to therapy?

A

the goal is to stutter more gently and less often; PWS learns to change speech as stutter happens or is about to happen; addresses covert thoughts/feelings

43
Q

what are the fluency shaping techniques?

A

decreased rate of speech
gentle voice onset
light touches of articulators
coordinate breath and speech
stringing words together

44
Q

what are the pros of fluency shaping?

A

can work well with young children
positive short-term effects
high % of fluency is attractive to PWS

45
Q

what are the cons of fluency shaping?

A

little to no focus on covert feelings/thoughts
little to no focus on secondary behaviors
speakings concerned about sounding natural
difficult to maintain over time

46
Q

what are the components of stuttering modification? (4)

A
  1. identification
  2. desensitization
  3. variation
  4. approximation
47
Q

what is the identification component of stuttering modification?

A

the PWS labels and counts disfluencies

48
Q

what is the desensitization component of stuttering modification?

A

PWS freezes in stuttered moments, watch themselves in mirror, confront negative thoughts

49
Q

what is the variation component of stuttering modification?

A

PWS learns to manipulate and change disfluencies, learns to tolerate stuttering

50
Q

what is the approximation component of stuttering modification?

A

PWS learns to modify disfluent moments to stutter more easily, with less struggle and effort

CSD 444 (2 decks)

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